Lesson 1 Nice to meet you!
※教学目标
i掌握问候、介绍和告别的英语表达方式。
2学会运用人称代词提问和回答。
3学会用适当的形容词描述他人。
4学会写简单描述同学的小短文。
※教学准备
i相关图片。2学生的照片。
3配套磁带或光盘。
※教学步骤
A Meeting new friends
Step I导入
1 教师先打招呼并自我介绍：Hi, boys and girls, rm your new English teacher. Nice to meet you.询问学生该怎样回答，并把Nice to meet you.和Nice to meet you too.这两句写在黑板上。
2告诉学生以后见到你可以用“Hi, Miss/Mr 来跟你打招呼。教师说：From now on, you can greet me with "Hi, Miss/Mr .…”并把该句写在黑板上。
Step II呈现
教师说：Now you're in this new school. What do you think of it?鼓励学生回答：It's a nice school.
教师说：This is a new class. Can you tell me your names?教师挥手跟任意一位学生打招呼并自我介绍：Hi, I'm Miss/Mr….鼓励学生用“Hi, I'm…?”回应。
3安排同桌的学生用“Hi, 互相介绍。教师说：Now introduce yourself to your partner, please. Don't forget to use "Hi”.
4 告诉学生：Today we're going to meet four new friends. Listen to the tape.教师播放录音，听完后问学生：Can you tell me their names?让学生集体回答。
5让学生看A1部分的图片，然后提问：
Picture 1: Who are they? (They are Millie and Jill.)
Picture 2: What are they talking about? (They are talking about their school). Picture 3: Who is introducing Jill? (Millie is introducing Jill.)
Picture 4: Who is Andy? (He is Millie's cousin.)
6播放录音，要求学生集体跟读对话，教师说：Now read the conversation after the tape.播放录音时可一句一停，以便学生跟读。7请学生看图复述对话内容。
8把学生分成三人一组进行分角色朗读，并给学生几分钟时间准备，之后请两到三个小组上台表演。让他们用自己的真实姓名表演，达到活学活用的效果：Would you pleas e come to the front and act out the conversation for us? You may use your own names to greet each other. Step III 练习
1把学生分成三人一组，一人介绍另外两人彼此认识。
Sample conversation
SI: This is my new friend ....
S2: Hi, .... Nice to meet you.
S3: Hi, .... Nice to meet you too.
2全班同学互相认识后，以小组为单位从前到后依次快速打招呼。使用句型“Hi, ?…”和“Are you…?”并用yes/no回答。
Step IV呈现
1呈现A1部分的学生图片，教师问：Who's the girl/boy?鼓励学生用人称代词he、she、they 回答问题。
2完成A2部分的练习。
3教师介绍人称代词以及be动词的完整和缩写形式，向学生解释：I'm = I am、You're = You are等，前者是后者的缩写形式。
要求每位学生用I、you、we、he、she、they、it来介绍同学和教室里的物品，内容不重复。Step V巩固
1背诵对话。2完成书后配套练习的相关部分。
B Photos of friends
Step I导入
1教师在黑板上画一只钟，显示上午的某一个时间，问学生此时应该怎样用中文跟教师或同学打招呼：At this time of the day, how do you greet your teachers or classmates in Chinese?当学生回答“早上好”时，教师说出“Good morning!”并把该句写在黑板上。
2假设当时是上午九点，让学生用“Good morning!”与同桌互致问候：It's nine o'clock in the morning now. How do you greet your partner?
Step II呈现
1教师和一位学生进行示范问候：Good morning!告诉学生可简略回答：Morning!
2 告诉学生如何问候认识的人：Now I know you all and you all know me. How do we greet each other when we meet again? I would say "How are you?"然后要求学生跟读：Now repeat it after me: How are you?重复多次，确保每位学生都能正确
模仿。
3当学生最后一次跟读“How are you?”时，教师回答：I'm fine, thank you.并在黑板上画一张笑脸。教师再将“I'm fine, thank you.”重复多遍让学生跟读，并把“How are you?”和“I'm fine, thank you.”都写在黑板上。然后问能力较弱的学生：How are you?启发他们回答：I'm fine, thank you.还可启发能力较强的学生进一步询问“And you?”教师回答：I'm fine too.
4同一列学生前后依次问答，练习这段对话。
呈现B1部分的学生图片，问：Who are they?讨论每张图片中的学生：Who is he/she? Is she short? Is he strong?让学生用yes/no回答。
6学生分角色朗读对话。7鼓励学生指着课本上的图片表演对话。8展示几张班上学生的照片，要求学生模仿B1部分用真实信息改编对话。
Step III 练习
1完成B2部分的表格。2完成表格填写后，教师每说一个人称代词，学生齐声说出相应的be动词形式。教师也可依次请一位学生来回答，最后帮助学生总结规律。
Step IV呈现
教师说：Now I want to know if I can remember all your names.走到学生面前问：Are you right?引导学生回答：Yes, I am./No, I'm not.也可问学生同学的姓名：Is he/she right?引导学生回答：Yes, he/she is./No, he/she isn't.
2让学生两人一组用这种一般疑问句进行对话。
3引导学生操练B3部分的对话，用一般疑问句向学生提问：Are you ...? Is she tall? Are they classmates?让学生用yes/no回答，并在其后用肯定或否定形式完整表述。
4提醒学生注意否定的缩写形式。
5教师播放B3部分的录音，要求学生集体跟读对话。教师说：Now read the conversations after the tape.播放录音时可一句一停，以便学生跟读。
6学生两人一组用同学的真实身份模仿B3部分的句型进行对话。
Sample conversation
SI: Is she thin?
S2: No, she isn't. She isn't thin.
SI: Is she ...?
S2: Yes, she is. She's ....
Step V巩固
1背诵对话。
2完成书后配套练习的相关部分。
C Greeting each other
Step I导入
1教师在黑板上画一只钟，钟面显示两点整。教师说：It's two o'clock in the afternoon. Can I say “Good morning" to you?启发他们回答：No.进一步引入“Good afternoon!”并将该句写在黑板上。
2教师假装要离开，边走向门口边对学生挥手说“Goodbye!”，鼓励学生用“Goodbye!”回应：I'm leaving. I say goodbye to you. What do you say to me?鼓励学生说出“Goodbye!”然后把“Goodbye!”写在黑板上。告诉学生，在和熟悉的人告别时还可以简单地说“Bye”或“Bye-bye”。教师说：You can say "Bye!" or "Bye-bye, for short.
Step II呈现
1走到一个学生面前说：Hello! What's your name?启发学生回答：Hello! I'm ....
告诉学生，跟“Hello”相比，“Hi”更口语化:"Hi" is more informal than "Hello". We usually greet our friends with "Hi”.
3与多位学生练习这个对话，直到被提问的学生都能正确回答为止。
4组织学生开展活动，让他们用“What's your name?”这一问句去主动认识那些还不熟悉的同学：Please go to those classmates that you don't know and ask them their names.
5 告诉学生Millie正在跟别人打招呼：Millie is greeting other people. Now let's say who they are. When do they meet? What does Mrs Li say to Millie?
6让学生看Tip部分，并解释Mr、Mrs、Miss、Ms加姓氏的用法：
课前准备一些不同年龄和性别的人的图片。向学生展示三张图片，分别是某中国男子、某老年中国女子和某年轻中国女子。分别在三张图片下用拼音写出他们的姓名，如：Li Ming, Wang Mei, Chen Yi。请几位学生试着跟这几个人打招呼，从而引出Mr、Mrs和Miss: Please greet these people in the pictures. You can say "Hello, Mr Li, Mrs Wang or Miss Chen”.
再给学生一些不同国籍的人物的图片和他们的全名，如：Tom Green、Lily Brown、Chen Yi,让学生用Mr、Mrs和Miss称呼他们:This man's name is Tom Green. You can greet him by saying “Hello, Mr Green".
介绍Ms的用法：We also use “Ms" before a family name. It can be used when you don't want to state whether she's married or not.教师也可以用中文补充说明。
7让学生朗读对话，并让他们看图复述对话内容。
8学生两人一组分角色准备表演，鼓励学生用真实姓名改编对话。邀请几组学生上台表演。Step III 练习
依次让学生回应你的问候或道别，如：Hi、Good morning、Goodbye。只给每个学生几秒钟的时间考虑，如果学生在几秒钟内无法正确应答，立即跳过该学生，要求下一个学生回答。对回答得又快又准、发音正确的学生应表示赞扬：Good./Well done.
Step IV巩固
i背诵对话。
2用所学句型和同学问候及告别。
3完成书后配套练习的相关部分。
D My classmates Step I复习
1让学生用学过的各种句型互致问候：Hi./Good morning./Goodbye./How are you?/ I'm fine, thank you. And you?/rm fine too.等。
2请几对学生上台表演有关问候的小对话。可启发学生添加内容，多运用本课所学的词汇、词组和句型：I'd like to invite some pairs to the front. Each pair will act out a short conversation. Remember to use all you have learnt from this lesson.
Step II呈现
1让学生对照表格内容口头描述Lucy、Sally、Alan和Carl。教师可以用一般疑问句适当引导：Is Lucy clever? Are they kind?
2完成表格下方的短文填空。
3要求学生三人一组模仿短文描述自己的同学。教师在教室内巡视，帮助指出有代表性的错误。
Step III 巩固
1写一篇描述同学的小短文。
2完成书后配套练习的相关部分。
教学反思：
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Lesson 2 A happy family
教学目标
i能够就家庭成员的职业和年龄进行熟练问答。2掌握100以内基数词的表示方法。
3学会写简单描述家庭成员的小短文。[来源:https://www.doczj.com/doc/8714610529.html,]
教学准备
i让学生将自己与家人的合影带到课堂上来。
2相关图片。
3配套磁带或光盘。
教学步骤
A A family photo Step I复习
与学生用学过的问候语打招呼，如：Hi、_ Good morning、Good afternoon。根据学生的回答情况，教师予以表扬或纠正。
Step II导入
i请两位学生站起来，教师指着一人问另一人：Is this…？学生回答.：Yes./No. This
2由这位回答的学生再指定一个人，让其问同桌或后座的学生：Is this...?按照座位顺序依次练习。
3留最后回答的两位学生，教师指着他/她们说:This is…and this is ....然后问全班：Are they brothers/sisters?学生回答：No. They're classmates.接着问：Are they in the same family?学生回答：No. They don't have the same parents/mother and father.
4 在黑板上写出father、mother、brother、sister,继续问：Who's your father's/ mother's father/mother?写下grandfather和grandmother。最后在单词间添加线条，完成一个简单的family tree。
Step III 呈现
1教师借用一位学生的照片说：Look, this is a family photo.随后拿着照片走到另一个学生面前问：Is this a photo of your family?学生回答：No, it isn't.利用学生带来的照片多做几个示范。2让学生拿出自己的照片互相问答，提醒学生使用“Is this…?”和“Yes./No.”的句型，并用grandfather、grandmother、father、mother、brother、sister、uncle、aunt和cousin等词来介绍自己的家庭成员。
指导学生带着问题听录音：Now let's listen to a conversation about a family photo. How many people are they talking about? Who are they? Does the boy's mother have short hair or long hair? 让学生阅读对话并回答问题：What's the boy's mother/father? How old is his grandma/grandpa? 5向学生解释father、mother、grandfather、grandmother的口语化表达分别为dad、mum、grandpa、grandma。
6教师再次播放录音，要求学生集体跟读对话，注意模仿语音语调：Please repeat the conversation after the tape and pay attention to your pronunciation and intonation.
7要求学生看图复述对话内容。8两人一组，给学生几分钟时间根据自己的照片改编对话内容，然后请两到三个小组上台表演。
Step IV练习
1完成A2部分的练习。
2选几个学生轮流上讲台，接受下面学生对其照片的提问并做出回答，问题包含：
Is this your ???? Who's he/she? How old is he/she? What's he/she? Is he/she t all?
3请能力较强的学生上来转述台上其他同学的照片：This is a photo of Li Hua's family. This is his father. He's a/an .... He's ... years old.
Step V巩固
i背诵对话。
2完成书后配套练习的相关部分。
B My family members Step I复习
让学生就各自带来的照片，用所学句型轮流问答：This is a photo of my family. Who's he/she? He's/She's ....或Is this your …？Yes/No, he's/she's my ....
Step II呈现
1展示B1部分的人物图片。逐张讨论：What's he? What's she? How old is he/she?
2 告诉学生：They're a family. Whose family members are they? Please read the short article.
3根据文章继续讨论图片：Who's the man/woman/boy…？让学生完成Bob's family tree。
4让学生仔细阅读文章判断对错。对了就大声说“True!”，错了就大声说“False!”。
1 Bob is thirteen years old. (False!)
2 Bob's mother is a teacher. (True!)
3 Bob has a brother. (False!)
4 Bob's aunt is his father's sister. (True!)
5 Bob's mother has no brothers. (False!)
6 Bob's uncle has a baby boy. (True!)
5学生大声朗读文章。
Step III 练习
1用课文填空的形式检查学生对文章的理解和记忆。
My name is Bob. I twelve years old. I am a ?
My father is a in a big hospital. He is ? My mother is a? She can
speak . She is thirty-eight.
I have no or sisters, but I have cousins. My father has a sister. She is
Mary. She is thirty-seven. She looks young. My mother has a brother. He is
Joe. He is . He has a baby boy.
I love them and they love me too. We are a happy .
(am; student; doctor; forty-two; teacher; English; brothers; Aunt; Uncle; twenty-nine; family)
2给三分钟左右准备时间，要求能力较弱的学生按单张图片描述个人情况，能力较强的学生复述整篇文章。3两人一组模仿这篇文章互相用自己的照片简单介绍家庭成员的情况。Step IV呈现
1 问学生：When you began to go to school, how old were you? When you finished primary school, how old were you? When you leave college and go to work, how
old are you?教师把答案分三行写在黑板上：six、twelve、twenty-two,每一行分别代表1-10、11-20、21-30的基数词，然后让几位学生在黑板上写出每一行的乘1J余数字。Now would you please help me write down the other numbers on the blackboard?教师在一旁引导学生写出正确的基数词。2教师带读基数词1-30，帮助学生总结它们的规律。
3 带领学生依次拼读基数词：Now let's spell out the numbers. One, o-n-e, one; two, t-w-o, two ....
4小组竞赛，15个学生为一组，进行数字接龙，从1开始数到15，正确率髙的小组获胜。5完成B2部分数字表格的填写，小组之间互相检查答案。6指导学生朗读B3部分的数字，提醒学生基数词可以用来表达电话号码、时刻、价格、年份等，注意其读法的不同。数字
0在电话号码中一般读“oh”（/ou/)。7多给学生一些数字的例子，指导他们按照不同用法正确朗读。
Step V巩固
1背诵课文。
2完成书后配套练习的相关部分。
C People and jobs
Step I复习
请几位学生上台向全班同学介绍自己的家庭：Would you please come to the front,
show us your family photo and introduce your family members?
Step II导入
7 教1j帀说：Do you remember Bob's father? What's his father? (A doctor.) What's his mother?
(A teacher.)
8 出示医生和护士的图片：Where does a doctor work? (In a hospital.) Who else works there? (Nurse.)
Step III 呈现
1出示一些其他职业的人的图片，如：厨师（cook)、司机（driver)和工人(worker)。问学生：What's he/she?接着问学生：Is your mother/father a doctor/teacher/worker/ cook/farmer/nurse/driver?确保每位学生都能掌握这些职业名称的读音和含义。
2 引导学生讨论若干职业：What can a cook do? A cook can make delicious food.
3自由讨论。问任意一名学生:What's your father/mother?帮助学生用英语回答自己父亲或母亲的职业。对能力较强的学生可适当补充新单词：policeman (男警察）、policewoman (女警察）、engineer (工程师）、manager (经理）。
Step IV练习
1 让学生根据图片互相问答：Please ask your partner about his or her family members in the family photo. You can use "Who's he/she?", “What's this man/ woman?" and “He's/She's a/an ?…”
2 将学生分成若干四人小组，用各自的照片进一步讨论家庭成员的职业。
Step V巩固
1背诵对话。
2完成书后配套练习的相关部分。
D My friend's family Step I复习
1 让学生猜测职业名称：Who drives a bus? (Driver.) Who works in a restaurant? (Cook.) What are you? (Student.) Who teaches you? (Teacher.) Who works in a hospital? (Doctor and nurse.) Who works on a farm? (Farmer.)
2让同桌之间根据自己家庭的照片和family tree互相问答：Who's he/she? What's your father/mother? Is he/she a driver/...? How old is he/she?
Step II呈现
1呈现D部分的表格，要求学生两人一组问答：Whafs Lily's father? How old is he? What's Lily's mother? How old is she? What's Lily's uncle? How old is he? What's Lily's aunt? How old is she? 2要求学生根据表格口头描述每个人的年龄和职业，如：Lily's father is forty-one years old. He's a driver.
3让学生根据表格完成小短文。4两人一组互相检查答案。5教师让几个小组展示文章，纠正不足之处。
6把学生分成四人一组，让他们互相询问家庭成员的信息，完成自己的调查表：Now please
ask your group members questions and complete your questionnaire.
鼓励小组之间交流调查结果。
Sample writing
Lily is my friend. She is twelve years old.
Lily has a happy family. Her father is a driver. He is forty-one years old. Her mother is a cook. She is thirty-six. Her uncle is a worker. He is thirty-eight. Her aunt is a nurse. She is twenty-nine. Step III 巩固
写一篇描述同学家人的小短文。2完成书后配套练习的相关部分。
教学反思：
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Lesson 3 A nice school
教学目标
1学习一些课堂指示用语。
2熟练掌握there be句型。
3能够运用基数词描述学校。
4学会写简单介绍学校的小短文。
教学准备
1相关图片。
2白纸和彩笔若干。3配套磁带或光盘。
教学步骤A In the class
Step I导入
1教师走进教室，不要关门，指着门问一位学生：What's this?帮助学生回答??It's a door.然后走到另一位学生面前，边做手势边说：Close the door, please.让学生
理解并执行教师的指令。再对另一位学生说：Open the door, please.用手势帮助学生理解并执行教师的指令。
2教师指着一扇开着的窗户对学生说：What's that?学生回答：It's a window.随后对一位学生说：Close the window, please.让学生按指令关窗。
3教师拿起课本说：Look, this is a book.然后对学生说：Open the book, please.让学生按指令打开课本。要求学生翻到指定的页码：Turn to page ....让学生把翻到的页码给教师看。
4教师让学生合上课本：Close the book.然后教师指着黑板对学生说：Look at the blackboard. Clean the blackboard, please.边说边檫黑板，让学生理解含义。然后指着一张较脏的课桌对一位学生说：Look at the desk. Clean the desk, please.让学生按指令檫课桌。
Step II呈现
1教师在黑板上画一只钟，钟面显示八点整。教师说：It's eight o'clock now. What's the time for? (It's time for class.) What does the monitor usually say at this time? (Stand up.) What do I say? (Good morning, class.) (Sit down, please.)把上课的问候语再重新演练几次。
2教师把钟面上的时间改成十二点整。教师说：It's 12 o'clock now. Whafs the time for? (It's time for lunch.)教师再把钟面上的时间改成十点整。教师说：It、ten p.m. now. What's the time for? (It's time for bed.)
3 教师让学生阅读A1 部分：Now it's time for Al. Please look at the pictures in A1 and answer the following questions.
Picture 1: What's the time for? (It's time for class.) Who's the teacher? (Miss Li.) Picture 2: Which page does the teacher ask the students to turn to? (Page 16.)
What's in Picture 1? (There's a light.)
Picture 3: What does the teacher ask them to do? (She asks them to close their books, look at the blackboard and read the new words after her.)
Picture 4: What do the students do? (They listen to the tape again and write down their answers in their exercise books.)
Step III 练习
1教师播放录音，要求学生集体跟读对话：Now read the conversation after the tape.播放录音时可一句一停，以便学生跟读。2把学生分成两人一组进行分角色朗读。3让学生合上课
本，复述对话内容。4给学生几分钟时间准备，然后请五到六个学生分别上台表演教师的角色，其他学生配合表演。鼓励学生对对话进行改编和扩充，以达到活学活用的效果：Who would like to come to the front and play the role of the teacher?
Step IV活动
1呈现A2中不同动作的图片，请学生口头回答所缺内容并填写完整。2用本课所学的指令来做游戏，看谁的反应快。教师说出不同的指令，全班学生用正确的动作回应。3邀请一位学生在讲台上背对黑板，教师在黑板上写上不同指令，让其他学生（或指定学生）一起做正确的动作，讲台上的学生根据动作猜测相应的指令，并口头表述出来。
Step V巩固
1背诵对话。2完成书后配套练习的相关部分。
B My classroom Step I复习
用学过的动词和名词组成各种指令，让学生完成。
Clean the blackboard, please.
Clean the window, please.
Open/Close your pencil case, please.
Open/Close the window, please.
Open/Close your schoolbag, please.
Open/Close your book, please.
Open/Close the door, please.
Step II呈现
1 教师问：What's on the wall? There's a blackboard on the wall. There's a map of China on the wall too.把这两句回答写在黑板上，提醒学生There's = There is。
2教师指着一台电风扇对学生说：This is a fan.再指着另一台电风扇说：That's a fan too. We have two fans. So, there are two fans in our classroom.把最后一句话
写在黑板上。
3让学生观察教室，用“There is…和“There are ?…”句型描述自己的教室，教师说：Now look around our classroom and talk about the things you can find in our classroom?用手势启发学生多讨论些物品，如：door、window、book、pencil、pen、pencil case、desk、bag、boy、girl、teacher^^。
4让学生阅读B1部分，根据短文内容判断下列句子的正误。在基础较好的班级，教师可以让学生听该部分的录音，然后判断正误。
9 Only the floor is clean. (F)
10 There are thirty students in Sally's class. (T)
11 There are fifteen chairs and thirty desks in Sally's classroom. (F)
12 The big desk is for their teachers. (T)
5让学生合上课本，复述课文。教师在学生复述完成后进行点评，重点关注there be句型。Step III 练习
1让学生根据B1部分的内容完成B2部分的练习。2全班集体核对B2部分的答案，并让学生集体大声朗读句子。3把学生分成四人一组，将白纸和彩笔分发给学生，让他们在纸上画出自己理想中的教室。4教师选择几组学生对他们画的理想中的教室进行讨论和描述，引导学生正确使用there be句型。
5 完成“Work out the rule!”。
Step IV呈现
1 询问学生：Is there a computer in our classroom?学生回答：Yes, there is.教师把句子写在黑
板上。继续讨论其他的内容：Are there any sofas in our classroom?学生回答：No, there aren't.类似的问题多问一些，帮助学生准确回答there be句型
构成的一般疑问句。2让学生以接龙的方式练习问答，不限制所问人或物的范围。要求学生能够正确问答，反应要快。
Sample conversation
SI: Is there a pencil case on your desk?
S2: Yes, there is. Are there any books in your schoolbag?
S3: Yes, there are. Is there a TV in our classroom?
S4: No, there isn't. Are there any maps in your bedroom?
S5: No, there aren't. Is there ????
13 问学生：How many classrooms are there in our school?学生回答：There are ....继续问??Is there any other kind of room in our school?学生回答：Yes.继续问：What are they?展示学校的图片，引出computer room、reading room、art room、music room0
14 继续问学生：Is there an art room in our school? What can we do there? How many art rooms are there in our school?用类似的问题充分讨论学校里其他一些专用教室。
5播放B3部分的录音，提问：
(1) Is there a computer room in Sally's school? (Yes, there is.)
(2) Is there an art room in Sally's school? (No, there isn't.)
(3) How many music rooms are there in Sally's school? (There are two.)
6 让学生跟着磁带朗读：Please read the conversation after the tape and pay attention to your pronunciation and intonation.
7学生两人一组，选择一个场景，仿照B3部分的对话进行改编练习。场景选择可以是in our classroom、in your home、in our school、in your bedroom、on your desk等。每种场景各选择两组学生做对话问答表演。学生完成问答后，教师进行点评。教师也可以根据他们改编的内容随机询问其他学生，让学生得到充分训练。
Step V巩固
1背诵独白和对话。
2完成书后配套练习的相关部分。
C Visiting a school
Step I复习
用已学过的内容与学生进行交流，问学生：What's in our classroom?指着教室里某些实物，引导学生回答：There is/are…in it.
Step II呈现
1 教!J帀说：We have talked about things in our classroom. Do you know what's in our school?鼓励学生思考并启发他们回答：There are many classrooms in our school.如果学生无法作答，可在学生思考片刻后说出来。接着问学生：How many classrooms are there in our school?帮助学生回答：There are ... classrooms in our school.
2再问学生：What else is in our school?然后出示一张操场的图片问学生：Look, what's this?学生可用中文回答。然后教师说:Yes, this is a playground.再问学生：
Is there a playground in our school?如果学校里有几个操场，在学生回答完“Yes, there is.”后可接着问：How many playgrounds are there in our school?
3 出示一张公共厕所的图片，说：What's this? Do you know? It's a toilet. Is there a toilet in our school?鼓励学生回答：Yes, there is.继续问：How many toilets are there in our school?
4出示一张图书馆的图片，问一名学生：Is this a classroom?引导学生回答：No, it isn't.然后对
全班学生说：It's a library.再问另一名学生：Is there a library in our school?引导学生回答：Yes, there is.继续问下一名学生：How many libraries are there in our school?帮助学生回答：There's one?再次强调：There's only one?如果学校没有图书馆，可用reading room或其他建筑物代替。
5让学生认真看C部分的图片并回答问题：Look at the picture in Part C carefully and answer my questions.
Sample conversation
T: Look at this school. How many classrooms are there in the school?
SI: There are eighteen.
T: How many playgrounds are there in the school?
S2: There's only one.
T: Is there an art room in the school?
S3: No, there isn't.
6让学生集体朗读对话。
Step III 练习
1让学生根据课本上的校园场景图，模仿对话与同桌进行问答，然后安排几组学生上台表演。
2让学生两人一组，运用所学知识就自己学校的情况开展问答：Now please talk about our school with your partner.
3让学生两人一组，就理想中的校园进行对话：Work in pairs. Make a conversation about your dream school.教师可以先与一位学生进行示范：
Sample conversation
T: How many playgrounds are there in your dream school?
S: There are three.
T: Is there a music room in your dream school?
S: Yes, there are two music rooms in my dream school.
Step IV巩固
1背诵对话。
2完成书后配套练习的相关部分。
D My school Step I复习
用图片帮助学生复习校园里的不同场所。教师指着一张操场的图片问：What's this?学生回答：It's a playground.用类似的方式复习classroom、computer room、reading room、art room、music room、toilet、library^^0
Step II呈现
1 问学生：What school do you study at?帮助学生回答：I study at ... Middle School.
2出示一张学校的图片，问一名学生：Look! What's this?帮助学生回答：This is my/our school. 3教师出示其他相关图片，并将其粘贴在黑板上。问学生：What's in our school? 学生回答：There's a reading room in it.继续问：How many playgrounds are there in our school?学生回答：There are two playgrounds. 一边与学生问答，一边让学生在图片下方写上场所的名称。在基础较好的班级，教师可以补充swimming pool, classroom building、office等名称，并写在黑板上供学生写作时选用。
4让学生完成D部分的练习，根据实际情况填入所缺内容。
5学生两人一组讨论所填写的部分，小组之间进行交流。
6教师随机选取几位学生的文章进行展示和点评。
Sample writing
I am Kate. I study at Hope Middle School. This is my school. There is a music room in it. There is
a computer room in it too. How many playgrounds are there in my school? There are three. There is also a library in my school. I often read books there. I love my school!
Step III 巩固
1写一篇描述自己学校的小短文。
2完成书后配套练习的相关部分。
教学反思：
_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ ____________________________________
Lesson 4 You look cool!
教学目标
i能熟练运用表达颜色的词汇描述各种服装。
2能正确使用所有格形容词，初步了解名词所有格。
3能将描述颜色的词汇和所有格形容词结合运用于对话中。
4学会使用描述颜色的词汇和所有格形容词写小短文。
教学准备
i建议教师在本课时穿纯色且容易分辨颜色的服装，便于教学。2相关实物及图片。3让学生准备好自己的照片。4配套磁带或光盘。教学步骤
A What colour is it?
Step I导入
1教师利用自己所穿服装进行导入：Boys and girls, today we're going to talk about colours. Look at me! What colour is my dress/shirt? Yes, it's white. I like white best. Do you like white? What colour do you like best?
2教师请几位学生就这个话题进行简单讨论，在此过程中可将涉及到的颜色词汇写在黑板上。
Step II呈现
教师利用A2部分的图片进行呈现。教师说：Now let's look at Picture 1. What is it? It's a shirt. What colour is it? Yes, it's blue. It's a blue shirt.以此类推，将其余三幅图
片的服装和颜色教授给学生，在此过程中将服装和颜色的词汇写在黑板上，带领学生朗读。Step III 练习
1教师继续使用A2部分的图片进行问答练习。
Sample conversation
T: What's this?
S: It's a coat.
T: What colour is it?
S: It's orange.
以上问答可以由教师先问几位学生，然后在学生之间进行练习，以达到巩固生词的目的。2指导学生完成A2部分的练习。
Step IV呈现
1 教师引导学生进入A1 部分：Now let's look at Picture 1. Please tell me whafs in the box.学生回答：A shirt.教师继续问：What colour is it?学生回答：It's blue. 然后请学生集体朗读这幅图片上的文字。
2继续以下的问题完成另外三幅图片的呈现：
Picture 2:
Is it Mum's coat? (Yes, it is.)
What colour is it? (It's orange.)
Picture 3:
Are they Dad's trousers? (Yes, they are.)
Are they white? (No. They're black.)
Picture 4:
Whose white shoes are they? (They're Peter's.)
Are they new or old? (They're new.)
在学生朗读对话过程中，教师注意纠正发音。
Step V练习
1 教师说：Now let,s go over the conversation together. What things are they talking
about? (A shirt, a coat, a pair of trousers and a pair of shoes.) What colour are they? (Blue, orange, black and white.)
2简单复述对话，在此过程中教师可以对服装进行简单评论以增加信息摄入量。教!/币说：The boy and his mum are talking about a shirt, a coat, a pair of trousers and a pair of shoes. The shirt is blue. We don't know who it is for, but I think a blue shirt is nice and smart. And the coat is orange. It's Mum's. I'm sure it's beautiful for a lady. The black trousers are Dad's. Black trousers are necessary for everyone, I think. And the white new shoes for the boy are so popular. Many young people like to wear shoes like these.
3教师组织学生进行分角色表演，在表演后进行适当鼓励,并提出建设性的意见。
Step VI呈现
教师引导学生再回到A部分，问学生：What are the boy and his mum wearing? And what colour are they? (The boy is wearing a shirt and his mum is wearing a T-shirt. The shirt is blue and the T-shirt is purple.)引导并帮助学生说出shirt、T-shirt、trousers、blue、purple、pink等。通过这个环节，根据学生能力，适当拓展词汇。
Step VII 练习
1请学生以两人为小组讨论彼此所穿服装的名称和颜色，教师也可以事先准备一些实物或图片来为学生的讨论提供素材。2请几组学生进行对话表演。
Step VIII 巩固
1背诵对话。
2适当拓展有关服装和颜色的词汇。3完成书后配套练习的相关部分。
B Whose ... is it?
Step I复习
教师说：Boys and girls, we have learnt about clothes and colours. Can you tell me what clothes you are wearing and what colour they are?教师请几位学生描述自己的穿着，复习有关服装和颜色的词汇。
Step II呈现
1请学生回忆他们所知道的服装和颜色，在黑板上分类板书这些词汇。
Clothes: blouse coat dress shirt shorts
skirt socks sweater T-shirt trousers
Colours: black blue brown green pink
purple red silver white
在学生说出词汇的过程中，教师可补充学生未提及的新词汇，并对学生感到陌生的词汇做重点呈现。
2教师可以请学生在黑板上写出这些词汇的中文释义，以达到巩固记忆的目的。
Step III 练习
1教师示范两组对话，并请学生根据教师提供的对话模式任选其一进行操练，可适当替换内容。学生也可以服装和颜色为话题，发挥想像，自己编排对话内容，进行创新。Sample conversation 1
T: I have a red skirt. Do you have one?
S: No, I don't have skirts, but I have shorts, and they're blue.
Sample conversation 2
T: I love white very much, so I have lots of white clothes, like white T-shirts, white blouses, white dresses and white trousers. What about you?
S: Yes, white is beautiful and clean. It's great for girls, but I think you need to wash your white clothes often. Ym lazy, so I like black. I have black sweaters, black coats and black trousers.
T: That's in teresting!
2教师请几组学生到讲台前进行对话表演。
ok)ur are
聂人量。
F trousers 11 think sure it's ssary for IT Many
Og? And K T-shirt, -shirt.
Step IV呈现
1教师手指一名学生的上衣，并和他/她进行对话：What is it? What colour is it? Whose T-shirt/shirt is it?弓I 导学生说出：It's my T-shirt/shirt.
2 教师板书词汇：my、your、his、her、its、our、your、their。教师带读这些词汇，并在词汇后加上一些名词，使学生产生正确的联想，如：my coat、your skirt, his shirt。
Step V练习
1指导学生完成B2部分的练习。
2教师指导学生用同学所穿的服装或所带学习用品操练所有格形容词，每段对话中应尽量多使用到不同人称的所有格形容词。
3请几组学生到讲台前表演。
Step VI呈现
1教师引导学生进入B1部分，先讨论页面上方的六幅图片。教师说：What clothes are the boys and girls in the pictures wearing? What colour are they?学生按照图片顺序依次说出服装的名称及颜色。
2教师先指导学生确认此页面下方两位对话学生的名字。教师说：Look, Peter and Lily are talking about their friends, clothes. Let's join them. Whose clothes are they?教师给学生两分钟时间进行自由讨论。
3教师引导学生进入B3部分，向全班展示某个学生的英语书：Look at this book. Whose book is this? It's ...'s book.教师再向全班展示另一位学生的铅笔盒：Look at this pencil case. Whose pencil case is this? It's ../s pencil case.
4教师板书...'s book和../s pencil case,并告诉学生相关语言现象，教师说：We add “'s”to a singular noun to show that something belongs to someone or something.
5教师让学生两人一组朗读B3部分的对话，学生读完后教师提问：Whose bike is that? Whose ball is this?检査学生是否掌握相关信息和语法点。在基础较强的班级，教师可以让学生听录音后回答问题。
6教师播放B3部分的录音，要求学生集体跟读对话，教师说：Now read the conversations after the tape.播放时可一句一停，以便学生跟读。
Step VII 练习
请学生以对话的方式用课桌上的文具操练名词所有格，教师可提供对话范例。
Sample conversation
T: Can I use your ruler?
S: Sorry, it's not my ruler.
T: Whose ruler is this?
S: It's John's ruler. His ruler is blue.[来源:学科网ZXXK]
T: Whose pencil case is that?
S: It's Mandy's pencil case. Her pencil case is red.
Step VIII 巩固
i记忆本部分新学习的有关服装和颜色的词汇。
2记忆所有格形容词。
3背诵对话。
4完成书后配套练习的相关部分。
C What's he/she like?
Step I呈现
教师用情境设置的方式呈现新词汇。教师说：Who can help me? I can't find my friend's cap.(借助图片展示你正在寻找的帽子）Look, ifs like this. It's big, white and like a rabbit. My friend wants to wear it for a party. I'm so worried now. Please help me find it in the classroom.教师在这段话的呈现过程中，把新词汇和关于帽子的信
息写在黑板上。
Step II练习
请学生互相讨论编写一小段对话来询问帽子的相关信息，以达到练习词汇的目的。
教师可提供对话范例。
Sample conversation
T: What's Miss Wu looking for?
S: She's looking for a cap.
T: What's the cap like?
S: It's big, white and like a rabbit.
T: Does Miss Wu wear a cap like that?
S: No. It's her friend's cap. Let's help her find it.
T: OK.
Step III 呈现
1教师事先将一顶帽子放到教室某个角落，然后请一位学生寻找，找到后，教师说：Thanks so much for helping me. I think everybody should take care of their things. And for parents, they should take good care of their children. Now we're going to help a little kid find her parents in a shop. A lady who works in the shop is asking the little kid some questions about her parents. Let's listen to the conversation. Then tell me something about her parents.
2教师播放录音，让学生获取相关信息。3请几位学生来描述一下孩子父母的着装。4请学生集体朗读对话。
Step IV练习
1分角色朗读。
2根据对话情境，进行两人小组对话编排和表演。
Step V巩固
1背诵对话。
2分角色表演对话，以二到四人为小组，情境可以随意设置，主题为服装及颜色。3完成书后配套练习的相关部分。
D They look cool!
Step I呈现
1 教I师说：We have learnt about colours and clothes. Now we're going to write something about them. Here's a sample writing for you. Let's read it.
2请学生朗读课文。3请学生遮掉独白部分，只看图片进行描述，并简单评论图中人物的着装。
Step II讨论
请学生拿出自己的照片，四人一组，对其进行口头描述和评论。
Step III 写作
1给学生五分钟时间对自己的照片进行笔头描述，篇幅在30词左右。然后，教师可以请几位不同层次的学生上台朗读，并做建设性的点评。如果课堂时间不够，也可以将其布置为家庭作业。
2教师还可以考虑提供其他图片让学生描述，图片中人物的服装颜色和风格可以丰富一些，以达到让学生充分练习的目的。
Sample writing
Here is a photo of myself. My sweater is orange. My shirt is blue. My trousers are black. My shoes are white. My schoolbag is white and brown. It looks cool!
Step IV巩固
1背诵课文。
2完成书后配套练习的相关部分。
教学反思：
_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ ________________________________________________[来源:Z*xx*https://www.doczj.com/doc/8714610529.html,]
Lesson 5 Wonderful things
教学目标
1学会使用have/has表达拥有。2学会区分have/has的使用范围。3学会have/has的肯定句、否定句和疑问句形式及其应答￡ 4 了解there be句型与have/has的区别。
教学准备
i相关实物及图片。2配套磁带或光盘。
教学步骤
A In the schoolbags
Step I导入
教师使用事先准备好的书包和一系列文具进行导入。Step II呈现
15 先使用实物呈现pen、pencil、ruler和crayon。教师说：We use a pen or a pencil to write, so they're very important for us. And we often use a ruler in Maths lessons. We have an Art lesson once a week, so we need to bring crayons to school once a week.
16 继续用实物呈现watch、football、card和storybook。教师说:Sometimes we also bring other things to school, for example, a watch. It tells us the right time. Some students like reading. They may always bring storybooks with them. Some students are football fans. They have football cards in their schoolbags.
3教师带领学生朗读这些词汇。
Step III 练习
教师组织学生进行问答训练。在此对话练习过程中，尽可能将have/has和生词一起使用。Sample conversation
T: What do you have in your schoolbag?
SI: I have a pen. ；
T to S2: What does SI have in his/her schoolbag?
S2: He/She has a pen.
T to S2: What do you have in your schoolbag?
S2: I have a ruler.
T to S3: Does S2 have a ruler in his/her schoolbag?
S3: Yes, he/she does.
T: ?…
Step IV呈现
(4) 教师说：Today we'll also talk about what's in other five students' schoolbags. Let's listen to a short article.教师播放A1部分的录音，并提出问题：Do you think their schoolbags are as heavy as yours?
(5) 听完录音后，教师说：All of them have books, pens, pencils and rulers in their schoolbags, but each of them has something different from others. What are they? Read the article and fill in the form.学生朗读课文。教师给出下面的表格，请学生填写。
Student Lily Millie Simon Nick P eter
Different things they have
(a box of crayons; a watch; football cards; storybooks; storybooks)
3 教师说：Why does each of them have something different from others? Please read the article
again and tell me the reasons.学生再读课文。教师给出以下冋题：
17 Why does Lily bring a box of crayons with her? (Because she likes drawing.)
18 How is Millie's watch? (She has a nice watch. It is not fast or slow. It tells the right time.).
19 What does Simon like doing? (He likes playing football.)
20 What kind of activities do Nick and Peter like doing, playing football or reading storybooks? (They like reading storybooks.)
Step V练习
1教师指导学生完成A2部分的练习，并核对答案。
2教师指导学生根据A2部分的信息复述课文。由简入繁，让更多学生在课堂上就能掌握文章的大部分信息。
Step VI巩固
1背诵课文。
2使用have/has进行陈述。
3完成书后配套练习的相关部分。
B What do they have?
Step I导入
教师设置情境进行导入。教师准备一块手表、一把伞，以及玩具汽车、玩具飞机、玩具轮船、风筝各一个或图片各一张。教师请一位学生到讲台配合，将这些物品中的一部分放在这位学生面前，余下的放在自己面前。教师说：I have an umbrella, a kite and a toy car. He/She has a watch, a toy plane and a toy ship.教师板书这些名词并带读。
Step II呈现
1 教师说：Now please tell me what I have and what he/she has.教师请几位学生回答后将下面的句子写在黑板上：
I have a ....
He/She has a ....
2教师再问：Do I have a watch?请学生回答，教师将下面的句子写在黑板上：
Do you have …？Yes, I have ....
3教师继续问：Does he/she have a toy car?请学生回答，教师将下面的句子写在黑板上：Does he/she have …？No, he/she doesn't have ....
4经过几组问答后，教师将have/has的肯定句、否定句和疑问句形式写在黑板上，略做说明后进行操练。
Step III 练习
请学生两人一组操练以下句型：
Sample conversation
SI: Do you have a toy car?
S2: No, I don't. But I have a toy ship. SI: Does Miss Wang have an umbrella? S2: Yes, she does. Step IV呈现
1教师说：Now let's read Part Bl. What do they have?教师请不同的学生分图片朗读对话。
2教师提出以下问题以帮助学生进一步理解并掌握相关信息：
Who has a watch? (Andy.)
Does Millie have an umbrella? (No, she doesn't.)
What toys do Tom and Jim have? (They have toy cars, toy planes and toy ships.) Who can Lily and Nick play kites with? (They can play kites with their friends.)
Step V练习
中畈中学六年级英语上册导学案 执笔：张琴 讨论成员：杨西秋、林国标、丁贝贝、张琴学案编号：yy60016 审核：林国标审批：陆林授课人： 授课时间：组名：班级： 姓名：检查人：预习情况： 课程：Lesson 3 A nice school A1（图片1-2） Period 1 [学习目标] 1.学习课堂用语 Stand up, sit down, turn to page 16, open your books； 2.学习礼貌用语Please； 3.学习句子：It’s time for class. [学习重难点] 1.初步学习祈使句； 2. 初步学习There be 句型，如：There is a light. [导学指导] 1.通过课前预习让学生了解课堂用语； 2.通过自主学习和合作探究学习祈使句和There be 句型； [课前预习] 1.英汉互译 起立 Open your books 坐下 Turn to page16 It’s time for class. What’s in Picture 1 There’s a light. [新课导入] 1. 教师领读句子； 2. 分析句子“It’s time for class.”和词组“turn to…” [自主学习] 1.自由朗读所学对话。 2.仿写句子。 A: 图片1中有一盏灯。 There is a light in Picture1. 图片1中有一个男孩。 图片1中有一本书。 B: 我们班有一些灯。 There are some lights in our class. 我们班有32个男孩。 我们班有12本书。 [合作探究] 1.小组练习对话； 2.观察课前预习中前面四个句子，他们都是以（动词/代词/名词）开头的； 3.观察自主学习中两组句子，第一组句子中都含有；第二组句子中都含有 。并讨论两组句子中be动词的选择取决于什么。
七年级《牛津初中英语预备课程》教学案 Unit 9 Signs 要点直击 1.Don’t play in the street. 不要在街上玩。/Look at the sign ! 看这个标志！ 这两个句子叫祈使句，它表示请求、命令等。如：Open the door ,please,请把门打开。Don’ t be late for school again. 上学别再迟到了。 2.Let’s go .让我们走吧！ “Let’s do sth..”是表示建议的日常用法。 如：Let’s look at the computer. 我们来看看电脑吧。 L et’s be good friends.让我们成为好朋友吧。 3.Why not ?句型 “W hy not do sth ?”是表示建议做某事，并非表示疑问。 如：Why not go swimming this afternoon ? Why not go to the supermarket? 为什么不去超市呢？ 4.bring 与take bring 意为“拿来，带来”；指把某人或事物从一个地方带到说话人所在地来，强调由远而近。take 意为“拿走，带走”，指把某人或某物从说话人所在地带到另一个地方去强调由近而远。如：Don’t forget to bring your book here tomorrow.别忘了明天把你的书带来。 I want to take the newspapers home. 我想把报纸带回家。 5.情态动词must的用法 （1）表示“必须”或“应当” I must see her and thank her. 我得见见她向她道谢 We must look first when we across the road.过马路时，我们应该先看看。 (2)must not 表示禁止，相当于“不允许，不应该” You mustn’t be late for school. 你不允许上学迟到。 You mustn’t tell him about it.你一定不要把这件事告诉他。 6.on the right 在右边 7.look right 向前看 8.the right place 合适的地方 9.park 的用法 (1)park（n.）公园 We are in ABC Park. 我们在ABC公园里。 (2)park (v.) 停（车等）于 Where can we park the car?我们可以在哪里停车？ She can park her bike in front of the supermarket.她可以把自行车停放在超市的前面。10.She must look up and down first.首先她得前后看看。 first(adv.)首先，最初，第一 I must finish this work first.我必须先完成这件工作。 11.情态动词can 的用法 （1）表示能力 Can you speak English? 你会说英语吗？ Peter can answer the question.彼得能回答这个问题。 The boy can’t swim.这个男孩不会游泳。 （2）表示许可：can’t 表示“不准”。
最新精选初中英语七年级上预备课程Lesson 7 Enjoy our days牛津译林版知识点 练习第九十篇 第1题【单选题】 —Shall we go _______ on Sunday? I love water sports. —That"s a good idea. A、hiking B、swimming C、cycling D、skating 【答案】： 【解析】： 第2题【完形填空】 完形填空。 I"m Tony. I"m a student in a middle school. I"m glad to meet you here. First let me tell you something about my1. There are five people in2family, my mother, my father my sister, my brother and I. My father is an3worker. My mother is a 4. She teaches English. My sister is thirteen and my brother is fifteen. I"m fourteen. We5are in the same middle school. We all study hard. We live at the foot of West Hill. There"s a big river near our 6. Behind it there is a hill. There"s a big tree and some small 7around our house. The big tree is a pear tree and the small trees are apples trees, 8there aren"t any pears or apples on them. 9a photo of my house. In the photo, you can see three cats are in my bedroom. One is white, the other two are black and white. We like 10very much. A、family B、school C、friend D、everyone A、his
最新精选牛津译林版英语七年级上预备课程Lesson 5 Wonderful things复习巩固 第六十三篇 第1题【单选题】 -- Who a computer in your class? -- Many students . A、have; have B、has; have C、has; has D、have; has 【答案】： 【解析】： 第2题【单选题】 -- you any CDs? -- Yes, I . A、Do; has; do B、Does; have; do C、Do; have; do D、Does; have; does 【答案】： 【解析】： 第3题【单选题】
We any pens. A、don"t have B、have no C、have D、aren"t have 【答案】： 【解析】： 第4题【单选题】 -- Is this pen? -- No. pen is over there. A、her; Her B、her; Hers C、hers; Hers D、hers; Her 【答案】： 【解析】： 第5题【单选题】 Peter a nice ball, and there two boxes in his bedroom. A、have; are B、has; is C、are; is D、has; are 【答案】：
【解析】： 第6题【填空题】 The bookshop sells many ______(storybook). 【答案】： 【解析】： 第7题【填空题】 Mary ______(have) a new computer. 【答案】： 【解析】： 第8题【填空题】 Who ______(clean) the blackboard on Monday? 【答案】： 【解析】： 第9题【填空题】
初中英语预备课程Starter全册重点词组 1．my twin brother 我的双胞胎兄弟2．all my new classmates 我所有的新同学3．clean the window 擦窗户 4．go to school 去上学 5．an art room 一间美术室7．twenty students 二十个学生8．polite and helpful 有礼貌且乐于助人9．on the ground floor . 在一楼（英式）10．on the first floor 在一楼（美）在二楼（英）11．a basketball court 篮球场 12．on the left/right of 在…左边/右边13．behind the tree 在树的后面14．under the chair 在椅子的下面15．come here 到这儿来 16．in the middle of 在……的中间17．between the two flowers 在两朵花的中间18．her yellow blouse 她的黄色的衬衫19. of course 当然 20．go home 回家20. in front of 在……的前面 21．a pair of glasses 一副眼镜22．sports shoes 运动鞋 23．watch TV 看电视 24．listen to music 听音乐 25．fly kites 放风筝 26．ride a bike 骑车 27．use a mobile 打手机 28．do one’s homework 做……的家庭作业 29．look for things on the Internet 在英特网上搜索东西 30．take the newspapers home 把报纸拿回家31．cross the road 过马路 32．wait for 等待…… 33．my favourite day of the year 一年中最喜欢的日子 34．look for the right place 寻找合适的地方35．bring ... into 把……带进…… 36．use a shopping basket 使用购物篮37．look up and down 上下看看38．get up 起床
初中英语预备课程试卷(总4 页) -CAL-FENGHAI.-(YICAI)-Company One1 -CAL-本页仅作为文档封面，使用请直接删除
初中英语预备课程试卷 一、选出划线部分读音和其它三个不同的选项：5% ( ) 1. A. radio B. black C. cap D. sad ( ) 2. A. dress B. pet C. these D. red ( ) 3. A. white B. pink C. kite D. bike ( ) 4. A. comic B. coke C. E-dog D. shop ( ) 5. A. student B. study C. rubber D. under 二、用所给单词的正确形式填空：10% 1.There are many new books are there on the _________(teacher) desk. 2.How many _________(scarf) and _________(walkman) do you have, Millie? 3.The shop sells lots of _________(radio) and _________(watch). 4.Hi, Nick. Here _________(be) your new trousers. 5.There aren’t any _________(library) in our school, but there are some _________(read) rooms. 6.My new friend is from _________(American). She is an _________(American). 三、根据句子意思或图示用I,you, he, she, it, we, they填空: 10% 1. Hello, do you know me _________ am Kitty. 2. Andy and Hobo are twins, _________ go to school together. 3. Look at the dog. __________ is very lovely, right 4. The boy is Simon.The girl is Sandy. _________ are in Grade 7. 5. Nick and peter are my friends. __________ like playing football very much. 6. Good morning, Miss Gao! How are _________ 7. ---Who's __________ ---_________ is Peter's sister. 8. The woman is our English teacher. __________ is thirty. 9. -You and Ma Lin are classmates. Are __________ good friends -Yes, __________ are. 10. -Can you seethe clock on the wall -Yes, __________ can. 四、句型转换：15%
牛津英语预备课程导学 案第单元教案 Document number【SA80SAB-SAA9SYT-SAATC-SA6UT-
七年级《牛津初中英语预备课程》导学案 Unit 1 Hello ! 要点直击 1. Good morning, Miss Fang. 早上好，方小姐。 2.Goodbye! 再见. 它的简略形式是“Bye-bye”或“Bye”。 3. How are you 你身体好吗 在词句中，how的意思是问健康状况如何。How are you是西方人们见面时常用问候语，有时它只是一句寒睻客套语，并非真要问别人的健康情况。对它的回答可以说“I’m fine.”或“I’m OK.” 4. And you 这儿等于And how are you 意思是“你也好吗”回答时通常也用I’m fine.或I’m OK. 5. What’s your name 这是一个十分地道、有用的句型。意为询问对方的名字、称呼。在表示此意时。除了用“What’s your name”之外，也可简说“Your name, please”其回答是My name is …或I am…。 6. You’re Jill, right 你叫吉尔，对吗 本句是在陈述句的基础上进行的一种反问，肯定回答“Yes, I am.”，否定回答“No, I’m not.”。“right”的读音为升调。它的同义句为Are you Jill口语中我们还常用yes代替right。如：“You’re Jill, yes”。 7. 缩写形式 （1）I’m是I am的缩写形式；I am是I’m的完全形式。 （2）what’s是what is的缩写形式；what is是what’s的完全形式。 （3）you’re是you are的缩写形式；you are是you’re的完全形式。 9. Hello! 你好！ Hello通常用于以下四种情况：打招呼、打电话，表示惊讶或引起对方的注意。意为“喂”、“你好”等。Hello等于hi，多用于非正式场合。hi比hello使用时更随便，在美国青年人中使用更为普遍。但是学生见到老师打招呼一般不说Hello，而应该说Good morning!或How are you 以免被认为不够礼貌。 10．有关字母的大小写 （1）句子开头第一个字母要大写。第一人称代词单数主格I 在句中任何位置都要大写。例如：He and I are students. 他和我是学生。 （2）地名，国名和人名等专有名词第一个字母要大写。例如：Yangzhou，China （中国），Mary （3）一些称呼（如mother,sister,mum,dad等）用作称呼时，第一个字母要大写。例如：Thank you, Dad. 谢谢你，爸爸。 （4）人名前的称呼或头衔第一个字母应大写。例如：
备课笔记 备课时间：20 19 年9 月__2____日 课题学习双元音/??/ /e?/ /??/，/m/ /n/ /?/ /j/ /w/ /?/和Starter Unit 5 来源学科网 课型新授课时 1 教学设想来源学科网][来源学_科_网教学来 源学科网][来源:https://www.doczj.com/doc/8714610529.html,] 目标来 源学科网ZXXK] 1.双元音/??/ /e?/ /??/，以及辅音/m/ /n/ /?/ /j/ /w/ /?/ 2.Starter Unit5 wonderf u l things.来源学科网][来源:Z#xx#https://www.doczj.com/doc/8714610529.html,] 重点 难点 1.双元音/??/ /e?/ /??/，以及辅音/m/ /n/ /?/ /j/ /w/ /?/的发音方法. 2.一般现在时的三单用法 教学 准备 音标的卡片 教学内容二次备课 教学过程一 次 备 课 Step1. In the schoolbags 1.Free talk . 2.先使用实物呈现pen、pencil、ruler和crayon。教师说：We use a pen or a pencil to write, so they're very important for us. And we often use a ruler in Maths lessons. We have an Art lesson once a week, so we need to bring crayons to school once a week 3. 继续用实物呈现watch、football、card和storybook。教师 说:Sometimes we also bring other things to school, for example, a watch. It tells us the right time. Some students like reading. They may always bring storybooks with them. Some students are football fans. They have football cards in their schoolbags. 4. 教师指导学生完成A2部分的练习，并核对答案。 Step2. What do they have? 1. I have an umbrella, a kite and a toy car. He/She has a watch, a toy plane and a toy ship.教师板书这些名词并带读。 2. Do I have a watch?请学生回答，教师将下面的句子写在 黑板上： Do you have …？Yes, I have .... 3教师继续问：Does he/she have a toy car?请学生回答，教
新课标初中英语预备课程 单元目标体系 Revised by Liu Jing on January 12, 2021
《新课标初中英语预备课程》教材分析 第一部分：教材的总体发展目标 A. 教材的语言知识发展目标 1.能识别并会读48个音标。使学生能根据音标认读生词并初步形成按照音标拼 写单词的习惯。 2.能正确规范地书写26个字母，能正确规范地书写单词及句子，并形成良好的 书写习惯。 3.能够掌握并运用与课本中话题相关的词汇。 4.能掌握最基本的句型： 1)there be句型和have/has的句型。 2)have / has 的句型 3)一般现在时的陈述句、一般疑问句以及特殊疑问句。 4)能运用特殊疑问词When/How/Who/Where/What等组成简单的句子。 5)祈使句的简单指令信息。 5.能掌握下列语法项目： 1）人称代词主格及其与be 动词的搭配 2) 形容词性代词和名词性物主代词 3）掌握数词1-30 4）了解情态动词can, must简单用法 5）名词复数的词尾变化：-s,-es,-ies 6）掌握并运用一般现在时（陈述句、一般疑问句及特殊疑问句） 7）第三人称单数动词变化方法：-s,-es, -ies
B. 教材的能力发展目标 听的能力: 1. 能听懂简单的课堂用语，并作出相应的反应。 2. 能听懂不同句式的语调，如：陈述句、疑问句和指令等。 3. 能听懂有关课本中话题的句子、对话或简短的语段。 说的能力: 1. 能在口头表达中做到发音清楚、语调达意，语音语调基本正确。 2.能在课堂中运用简短的英语进行交际。 3. 能熟练地运用一些套语。（如：问候、告别、致谢等）。 4. 能就课本中的话题进行简单的交流。 读的能力: 1. 能正确地朗读课文。 2. 能理解课本中简短的书面指令，并根据要求进行学习活动。 3. 能阅读课本中或相似难度的短文或故事并抓住大意。 4. 除了教材的阅读，还应有适当量的课外阅读。 写的能力: 1. 能正确地使用标点符号。 2. 能使用简单的图表和海报等形式传达信息。 3. 能写出简单的邀请卡和问候卡。 C. 教材的情感发展目标 1. 促进学生相互了解，为学好英语奠定一个良好的人际基础，形成较好的团队 协作氛围。 2. 在外语学习的过程中，养成一定的外语学习的好习惯，如：良好的发音习 惯，良好的书写习惯，良好的听课习惯，良好的诵读习惯，良好的作业习惯等。为学生以后的学习打下坚实的基础。
Lesson 1 Nice to meet you! Part A 教学目标: 1. Master the letters from Aa to Nn. Can read and write them correctly. 2. Learn how to greet others. Can make conversations with new friends. 重点1. Master the words: I, You, We, I am=I?m, You are=You?re, We are=We?re 2. Master the sentence patterns: I?m---. Nice to meet you. 难点1. Master the sentence pattern: Are you---? And can give correct answers. 2. Can make conversations with new friends. 【个体学习】 1.Write the letters from Aa to Nn. Make sure everyone can read and write correctly. 2.Introduce myself to the Ss and encourage them to introduce themselves. My name is ---. I?m ---. 3.Have the Ss introduce their partners freely. 4.Ask the Ss to look at the four pictures on page 6 and then read the conversations by themselves. Focus on the key sentences: Are you ---? I?m ---. This is ---. Nice to meet you. 5.Listen to the tape and read after it. 6.Focus on A2 and try to complete the four sentences. 7.Learn to greet each other by using the following sentence structures. Good morning/ afternoon/ evening/ night. What?s your name? I?m ---. How are you today? I?m fine. Thank you. Goodbye. 【同伴互导】 1.Encourage the Ss to greet their partners. 2.Ask the Ss to read the conversations in Part C on page eight. 3.Read after the tape and try to act it out. 4.Read and master the useful expressions on page 9. 【教师解难】 1.Talk about the difficulties in groups. 2.Give the Ss some explanations if necessary. 【练习检测】 一英汉互译。 1.I 2.You 3.We 4.你好 5.同班同学 6.我是 7.我们是 8.是的 二翻译下列句子 1.你好，我是李雷。 2.你是王宇吗？ 3.是的。我们是同班同学。 4.We are classmates. 5.Are you Zhang Xiao? 【补充学习】 学习了这一课后我知道了：当问候别人时，我应该说“” 当介绍自己的名字时，我应该说“” 当询问别人是谁时，我应该说“” 当作肯定的回答时，我应该说“”
第一部分：教材的总体发展目标 A. 教材的语言知识发展目标 1. 能识别并会读48个音标。使学生能根据音标认读生词并初步形成按照音标拼写单词的习惯。 2. 能正确规范地书写26个字母，能正确规范地书写单词及句子，并形成良好的书写习惯。 3. 能够掌握并运用与课本中话题相关的词汇。 4. 能掌握最基本的句型： 1） there be 句型和have/has的句型。 2） have / has 的句型 3）一般现在时的陈述句、一般疑问句以及特殊疑问句。 4）能运用特殊疑问词Whe n/How/Who/Where/What等组成简单的句子。 5）祈使句的简单指令信息。 5. 能掌握下列语法项目： 1）人称代词主格及其与be动词的搭配 2）形容词性代词和名词性物主代词 3）掌握数词1-30 4）了解情态动词can, must简单用法 5）名词复数的词尾变化：-s,-es,-ies 6）掌握并运用一般现在时（陈述句、一般疑问句及特殊疑问句） 7）第三人称单数动词变化方法：-s,-es, -ies B. 教材的能力发展目标 听的能力：1.能听懂简单的课堂用语，并作出相应的反应。 2. 能听懂不同句式的语调，如：陈述句、疑问句和指令等。 3. 能听懂有关课本中话题的句子、对话或简短的语段。 说的能力：1.能在口头表达中做到发音清楚、语调达意，语音语调基本正确。 2. 能在课堂中运用简短的英语进行交际。 3. 能熟练地运用一些套语。（如：问候、告别、致谢等）。 4. 能就课本中的话题进行简单的交流。 读的能力：1.能正确地朗读课文。 2. 能理解课本中简短的书面指令，并根据要求进行学习活动。 3. 能阅读课本中或相似难度的短文或故事并抓住大意。 4. 除了教材的阅读，还应有适当量的课外阅读。写的能力：1.能正确地使用标点符号。 2. 能使用简单的图表和海报等形式传达信息。 3. 能写出简单的邀请卡和问候卡。 C. 教材的情感发展目标 1. 促进学生相互了解，为学好英语奠定一个良好的人际基础，形成较好的团队协作氛围。 2. 在外语学习的过程中，养成一定的外语学习的好习惯，女口：良好的发音习惯，良好的书
1.---This is my cousin Andy. We go to the same school. --- Nice to meet you. ---Nice to meet you, too. ---这是我的表哥安迪。我们去同一所学校念书。---见到你很高兴。---见到你我也很高兴。 2.---What’s your name?--- I’m Millie. ---How are you today? ---I’m fine, thank you. ---你叫什么名字？---我是米莉。---你今天好吗？---我很好，谢谢。 3.Lucy is tall and thin. All my new classmates are clever and kind. I’m happy to make friends with them. 露西又高又瘦。我所有的新同学既聪明又友善。我们很高兴和他们交朋友。 4.---This is a photo of my family. ---Let me have a look. ---这是我的全家福。---让我看一看。 5.---Who’s the woman with long hair? ---She’s my mum. She can speak English. ---那个留着长发的女人是谁？---她是我的妈妈。她会说英语。 6.My father is a doctor in a big hospital. 我爸爸在一家大医院上班。 7.I have no brothers or sisters, but I have cousins. We are a happy family. 我没有兄弟姐妹，但是我有堂兄弟。我们是幸福的一家人。 8.It’s time for class. Open you books and turn to page 16. Read the words after me. 现在是上课的时候了。打开你们的书本并翻到16页。跟着我读单词。 9.Listen to the tape again. Write down your answers in your exercise books. 再听一遍磁带。在练习本上写下你们的答案。 10.Welcome to our school. There are fifteen desks and thirty chairs for us in the classroom. 欢迎来到我们的学校。教室里有15张桌子和30张椅子给我们。 11.There’s also a big desk for our teachers. There’s a map of China in the classroom. 也有一张大的桌子给我们的老师。教室里有一张中国地图。 12.There aren’t any TVs, but there is a computer. 没有电视机但是有一台电脑。 13.---How many playgrounds are there in your school? ---There’s only one. ---你们学校有多少个操场? ---只有一个。 14.---Is there a library in your school? ---No, there isn’t, but there are two reading rooms. ---你们学校有图书馆吗？---没有，但是有两件阅览室。 15.---What’s in the box? ---There is a shirt. ---What colour is it?--- It’s blue. ---盒子里有什么？---有一条衬衫。---它是什么颜色的？---它是蓝色的。 16.---Whose skirts are they? ---They are their yellow skirts. ---它们是谁的衬衫？---它们是他们的黄色衬衫。 17.---Can I use your bike? ---Sorry, it’s not my bike. Put it away, please. ---我可以用一下你的自行车吗？---抱歉，这不是我的车。请把它放好。 18.---What’s wrong, little kid?--- I can’t find my mum and dad in the shop. ---小孩子，你怎么了？---我在店里找不到我的爸爸妈妈了。 19.---Don’t worry. What’s your mum like? ---She’s short. She’s wearing a yellow sweater and an orange skirt. ---别担心。你的妈妈长什么样？---她矮个子。穿着一件黄色的毛衣和一条橘黄色的短裙。 20.Please stop crying and I’ll help you find your parents.
Unit 1 一．Aims and demands: 1.使学生对英语有初步的认识，培养学习兴趣，并介绍一些有 效的学习方法。 2.掌握字母Aa--Nn 的发音及书写规则。 3.了解一些最基本的日常交际用语。 二．Drills 1.Hi,___ Good morning 2.Good afternoon How are you? I am fine. Thank you. 3.And you? I am fine too. I am OK. 4.What’s your name? I’m ____ Yes, I am. No, I’m___ I’m=I am You’re= You are What’s = What is You’re ____, right? 5.能正确，熟练地认读和书写字母Aa—Nn 的大小写。三．Important and difficult points 1.To master the new vocabulary and drills 2.To write the letters fluently. 四．Methods 1.Listening 2.Reading 3.speaking
4.Acting as much as possible. 五．5课时 The first period Step 1.Introductory 1.Why learn English : the importance of learning English. 2.The way of learning English. Step2 Presentation Greet the students “Hi, boys and girls”. Write the sentence on the blackboard. Tell the students that they can greet the teacher with “Hi, Mr/Mrs__”, write it on the blackboard. Step3 Practice 1.Greet the students one by one. Encourage them to answer “Hi, Mr/Mrs___”. 2.Let students practise in pairs. Step4 Presentation Draw a clock on the blackboard. Show the time of the morning. Say: At this time of the day, how do you greet your classmates or teachers in Chinese. When the students answer “早上好”, the teacher say out “Good morning”and write it down on the blackboard. Step5 Practice Students practise in pairs Step6 Presentation The teacher pretend to leave the classroom. Say: I am leaving. I say goodbye to you. What do you say to me? Help students answer goodbye and write it down on the blackboard.
牛津初中英语预备课程Starter Lesson 1 Nice to meet you!知识点讲解 A Meeting new friends 句型：I am… You are… She/He/It is… We are… You are… They are… 掌握人称代词主格和宾格 第一人称：I (me) we (us) 第二人称：you (you) you (you) 第三人称：he (him) she (her) it (it) they (them) 缩写：I’m=I am You’re=You are We’re=We are He’s=He is She’s=She is They’re=They are It’s=It is How to greet people? Nice to meet you./Nice to meet you too./How do you do?/Hello./Hi./How are you? I’m fine, thank you. 询问近况：What’s up?/What’s wrong with you?/Is there anything wrong with you?/What happened to you?/What’s happening?/How’s it going?/How’re you doing?/How’s everything? B Photos of friends Good morning./Good afternoon./Good evening./Good night. I have some photos here. Let me have a look. This is… /That is… short and thin/tall and strong He’s not in our class. I see. C Greeting each other Mr.先生Mrs. 已婚女士Miss.未婚女人Ms.不明婚姻状况的女人 What’s your name? I’m…/My name is… Goodbye./Bye. D My classmates all my new classmates我所有的新同学 clever and kind 聪明又善良 Lesson 2 A happy family知识点讲解 A A family photo a photo of my family 一张我家的照片 Is this…?/Is that…? the woman with long hair 这个留长发的女人 Are they…? How old is…?/How old are they? B My family members a doctor in a big hospital speak English I have no brothers or sisters. look young连系动词+形容词 have a baby boy
Starter Lesson 8 Let's have fun! 检测题 班别：姓名： 一、单项填空(每小题1分，满分15分) 从每小题所给的A、B、C、D 四个选项中选出一个可以填入空白处的最佳选项。 ()1---Who can answer ______ question? ---Let me have ______ try. A. the; the B. a; the C. a; a D. the; a ( )2. Do you like ________ with us now? A. play B. playing C. to play D. plays ( )3. I often play basketball ________ Fridays. A. on B. in C. at D. with ( )4. His mother wants ________. A. go shopping B. to go to shopping C. to go shopping D. to goes shopping ( )5. It _________me half an hour_________ my homework every day. A. take; do B. takes; to do C. take; to do D. takes; do ( )6. My birthday is _________ August 8. A. on B. in C. at D. to ( )7. There is a bike _________ the tree. A. over B. on C. in D. under ( )8. ---Where is Peter? ---Look! He is _________ the tree. You can’t see him. A. beside B. in front of C. behind D. under ( )9. Sally sits _________ Lily _________ Lucy. A. between; or B. between; and C. beside; and D. behind; and ( )10. There is an apple tree __________ the left of the house. A. in B. on C. at D. beside ( )11. ---Where do you live? I live _________ a farm with my grandparents. A. in B. to C. at D. on ( )12.---_______ drive there? ---Because the streets are ______ at this time of a day. A. Why don’t; busy B. Why; busy C. Why not; busy D. Why don’t you; clean ( )13.---The boy looks ______. ----Yes. Today is his birthday. A. sad B. young C. happy D. interesting ( )14.----Where’s the tea, Mum? ---It’s _____ the bottle. Just ta ke the bottle away and you can find it. A. behind B. in C. in front of D. after ( )15.Near the computer _________. A. is two pencil boxes B. there are two pencil boxes C. has two pencil boxes D. are two pencils boxes 二、完形填空(每小题2分，满分20分) 阅读下列短文, 从每小题所给的A、B、C、D 四个选项中选出一个最佳选项。